"If only I could just teach": early career teachers, their colleagues and the operation of power
An Australian view of the academic partner role in schools
Australian school student aspirations for military careers: traditional perceptions in shifting contexts
Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?
Changing teachers, changing teaching: exploring the relationships among teachers' perceptions of Quality Teaching Rounds, their teaching, and their identity as teachers
Degrees of “being first”: toward a nuanced understanding of first-generation entrants to higher education
Educational Governance, Social Inclusion and Social Exclusion in Australia: an overview for the symposium at the 2000 AARE Conference, Sydney
- Lonsdale, Chris, Sanders, Taren, Salmon, Jo, Moodie, Marj, McKay, Heather, Bennie, Andrew, Plotnikoff, Ronald C., Cinelli, Renata, Greene, David, Peralta, Louisa, Cliff, Dylan, Kolt, Gregory, Parker, Philip, Gore, Jennifer, Gao, L, Boyer, J, Morrison, R, Hillman, C, Shigeta, TT, Tan, E, Lubans, David R., Noetel, Michael, Hartwig, Timothy, Vasconcellos, Diego, Lee, Jane, Antczak, Devan, Kirwan, Morwenna, Morgan, Philip
Effects of professional development on the quality of teaching: results from a randomised controlled trial of quality teaching rounds
Equity and pedagogy: familiar patterns and QT based possibilities
Equity effects of Quality Teaching: closing the gap
Examining the impact of Quality Teaching Rounds on teacher professional learning
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